SCHOOL OF GRADUATE STUDIES ACCESS, UTILIZATION OF INSTRUCTIONAL MATERIALS, AND STUDENTS’ ACADEMIC PERFORMANCE THE CASE OF WOLKITE TOWN AND KEBENA WOREDA GOVERNMENT SECONAARY SCHOOLS GURAGE ZONE, CENTRAL ETHIOPIA MA THESIS ABDULAZIZ SHIFA NOVEMBER,2023 WOLKITE, ETHIOPIA i Wolkite University School of Graduate Studies Access, Utilization of Instructional Materials, and Studens’ Academic Performance the Case of Wolkite Town and Kebena Woreda Government Secondary Schools Gurage Zone, Central Ethiopia Abdulaziz Shifa A Thesis Submitted to School of Graduate Studies, in Partial Fulfillment of the Requirements for the Degree of Master of Art (MA) in Development Planning & Management Major Advisor: Admasu Shibru (Ph.D.) Co-Advisor: Hassen Worki November,2023 Wolkite, Ethiopia ii WOLKITE UNIVERSITY SCHOOL OF GRADUATE STUDIES THESIS APPROVAL SHEET We here by certify that we have read and evaluated this Thesis titled “Access, Utilization of Instructional Materials, and Students’ Academic Performance in Government Second- ary Schools of Wolkite Town and Kebena Woreda Gurage Zone Central Ethiopia’’prepared under our guidance by Abdulaziz Shifa Reshid. We/ I recommended that the thesis shall be submitted as in fulfilling the requirements for the award of a MA degree in development planning and management. Name of major advisor Signature Date -- ------------------------------------- --------------------------- --------------------- Name of co- Advisor Signature Date ---------------------------------------- --------------------------------- --------------------- As members of the Board of Examiners of the final Thesis open defense examination, we have read and evaluated this Thesis prepared by Abdulaziz Shifa Reshid and examined the candidate.We hereby certify that, the thesis is accepted for fulfilling the requirements for the award of degree of Master of Art (MA) in development planning and management. Name of External examiner Signature Date ---------------------------------------- --------------------------------- --------------------- Name of Internal Examiner Signature Date ---------------------------------------- --------------------------------- --------------------- Name of the Chairman Signature Date --------------------------------------- --------------------------- ------------------ iii Declaration By my signature below. I declare and affirm that this Thesis is my own work. I have followed all ethical principles of scholarships in the preparation,data collection,data analysis and completion of this thesis.All scholarly matter that is included in the thesis has been given recognition through citation.I affirm that I have cited and referenced all sources used in this document.Every serious effort has been made to avoid any plagiarism in the preparation of this thesis. This thesis is submitted in partial fulfillment of the requirement for a degree from the school of Graduate studies at Wolkite University.The thesis is deposited at the Wolkite University library and is made available to borrowers under the rules of the library. Name: Abdulaziz Shifa Reshid Signature: ______________ Date __________________ iv Acknowledgment First and foremost, I would like to thanks to Allah (S.W.T) the almighty, merciful and most gracious for his support in preparing this thesis. Subsequently, I would like to extend my ear- nest gratitude to my parents who are my second teachers. The generous cooperation of many people has contributed for the success and completion of this thesis. My special gratitude goes to my advisor Dr. Admasu Shibru, for his guidance and his strong commitment to helping me prepare this thesis, at each stage and for making invaluable comments and suggestions. His utmost support is highly appreciated. I would like also to thank all of my friends for their en- couragement and moral support. I am very much obliged to express indebtedness to my insti- tution wolkite university for gave me of chance to learn master degree. Last but not least my appreciations also goes to Yabrus and Yehidase fere school management in Wolkite town and Woma and kebena secondary schools in kebena woreda, secondary school teachers, principals and students for availing the necessary information which were indispensable for the study. v Acronyms ETPE- Education and Training Policy of Ethiopia IMS- Instructional Materials MOE- Ministry of Education NCET- National Council on Educational Technology SPCS - School pedagogical centers. STS- Science, Technology and Society . vi Table of Contents THESIS APPROVAL SHEET ................................................................................................................. ii Declaration ........................................................................................................................................... iii Acknowledgment .................................................................................................................................... iv Acronyms ................................................................................................................................................. v Table of Contents ................................................................................................................................... vi List of tables ........................................................................................................................................... ix List of figures .......................................................................................................................................... xi ABSTRACT ............................................................................................................................................ xii CHAPTER ONE ...................................................................................................................................... 1 Introduction ............................................................................................................................................. 1 1.1 Background of the Study ................................................................................................................ 1 1.2 Statement of the problem ............................................................................................................... 4 1.3 Objective of the Study .................................................................................................................... 6 1.3.1 General Objective .................................................................................................................... 6 1.3.2 Specific objectives ................................................................................................................... 6 1.4 Research Questions ........................................................................................................................ 7 1.5. Significance of the Study .............................................................................................................. 7 1.6 Scope of the Study........................................................................................................................ 7 1.8. Limitation of the study .................................................................................................................. 8 1.9. Operational Definitions of Terms ................................................................................................. 9 CHAPTER TWO .................................................................................................................................... 10 LITERATURE REVIEW ...................................................................................................................... 10 2.1 The concept of iinstructional materials ........................................................................................ 10 2.2 Categorization of Instructional Marterials ................................................................................... 12 2.3 Instructional marterials and sstudents‟ learning ........................................................................... 12 2. 4.Availability of instructional materials ......................................................................................... 13 2.5 Uutilization of instructional materials in teaching– learning process .......................................... 14 2.6. Importance of iinstructional marterials for treaching learning process ....................................... 15 2.7. Factors influencing the use of instructional materials ................................................................. 16 2.8, Theoretical framework ................................................................................................................ 16 2.8.1 Instructional material theories ............................................................................................... 16 vii 2.8.2. B. F. Sskinners operant conditioning ttheory ....................................................................... 17 2.8.3 Socio-cultural ttheory of treaching, learning, and development ........................................... 17 2.9. Empirical literature ..................................................................................................................... 19 2.9.1 The eextent to which instructional materials affect student performance ............................. 19 2.10. Conceptual fframework ............................................................................................................. 20 CHAPTER THREE ................................................................................................................................ 22 Materials and Methods ......................................................................................................................... 22 3.1 Description of the study area ........................................................................................................ 22 3.1.1 Demographics........................................................................................................................ 22 3.1.2 Economic and social conditions ............................................................................................ 22 3.3. Research Approach ..................................................................................................................... 24 3.4. Sources of data ............................................................................................................................ 24 3.4.1. Primary Sources ................................................................................................................... 24 3.4.2. Secondary Sources ............................................................................................................... 25 3.5. Population of the study .............................................................................................................. 25 3.5.1 Target population for the study ............................................................................................. 25 3.6. Sample size .................................................................................................................................. 25 3.7. Sampling techniques ................................................................................................................... 26 3.8. Data collection instruments ......................................................................................................... 27 3.9. Procedures of data collection ...................................................................................................... 28 3.10 Methods of data analysis ............................................................................................................ 28 3.11 Validity and reliability ............................................................................................................... 29 3.11.1 Validity of the instruments .................................................................................................. 29 3.11.2 Reliability of the instruments .............................................................................................. 30 3.12 Ethical consideration .................................................................................................................. 30 CHAPTER FOUR .................................................................................................................................. 31 Results and Discussion .......................................................................................................................... 31 4.1 Questionnaire response rate ......................................................................................................... 31 4.2 Socio-Demographic characteristics of the respondents ................................................................ 32 4.3 Availability of instructional materials in teaching learning process ............................................ 34 Table 4.3.1: Access of commonly used instructional materials as acknowledged by teachers from sample schools ................................................................................................................................... 34 viii 4.4 Utilization of available instructional materials in teaching learning process .............................. 37 4.5. Academic performance of students in government secondary schools ....................................... 46 CHAPTER FIVE .................................................................................................................................... 53 Summary, Conclusion and Recommendations ...................................................................................... 53 5.1. Summary ..................................................................................................................................... 53 5.2. Conclusion ................................................................................................................................... 55 5.3. Recommendations ....................................................................................................................... 56 References ............................................................................................................................................. 57 APPENDIX ............................................................................................................................................ 60 ix List of tables Table 3.1: Summary of Population, Sample Size & Sampling Techniques of the study--25 Table 4.1.1 : completion rate of questionnaire---------------------------------------------------30 Table 4.2.1: Basic demograpic information about respondents--------------------------------31 Table 4.3.1: Availability of Commonly used Instructional Materials------------------------ 33 Table 4.3.2: Adequacy of IMS at the sample schools as evaluated by teachers ------------34 Table 4.3.3: The access of text books for students ---------------------------------------------34 Table 4.3.4: Conditions of laboratory ------------------------------------------------------------35 Table 4.3.5: The current status of school SPC --------------------------------------------------35 Table 4.4.1: Teachers extent of use of the available IMS in teaching learning process ---36 Table 4.4.2: Students usage frequency of accessed textbooks --------------------------------37 Table 4.4.3: Teachers usage of the available IMS to help students---------------------------38 Table 4.4.4: Teachers usage of the available IMS in teaching learning process ------------39 Table 4.4.5: Major problems confronting teachers to make the best use of IMS for teaching learning process----------------------------------------------------------------------------40 Table 4.4.6: Teachers affected in utilizing IMS in teaching learning process -----------41 Table 4.4.7 : The rate of teachers' effeciveness in using IMS ------------------------------43 Table 4.4.8: Mean ratings and standard deviation of utilizing IMS in teaching-learning pro- cess and atitude toward students-------------------------------------------------------------43 Table 4.5.1: The current status of student achievement in secondary schools------------45 Table 4.5.2: Average, student score------------------------------------------------------------46 Table 4.5.3: The current status of student achievement in secondary school-------------47 x Table 4.5.4: Average, student score------------------------------------------------------------48 Table 4.5.5: Pearson correlation between IMS and academic performance----------------49 Table 4.5.6: Crosstabulation results---------------------------------------------------------------50 xi List of figures Figure 2.1: The role of Instructional Materials in Students‟ Academic Performance-----20 Figure 3.1: Map of Wolkite town -----------------------------------------------------------------22 Figure 3.2: Map of Kebena woreda---------------------------------------------------------------23 xii ABSTRACT The purpose of this study is to examine how government owned secondary schools access and utilize instructional materials in classrooms and how this contributes to academic perfor- mance of students. The objectives of the research were to explore the access for instructional materials, assess the utilization of the materials by teachers and students and to assess the ef- fect of the utilization of instructional materials on students’ academic performance.The study adopted a deiscriptive survey design. The study considers sample of government owned sec- ondary schools in wolkite town and kebena woreda. Out of 8 government secondary schools in wolkite town and kebena woreda 4 schools are selected by using stratified random sampling technique for data collection. In each sample school, 4 teachers and 91 students are considered for the structured and semi-structured questionnaire. Also head of 1 school and 1 Pedagogical center officers are interviewed questionnaire based interview. Instructional ma- terials are the key to teachers’ and students’ performance. Most government secondary schools in wolkite town and kebena woreda in general suffer from shortage of essential teach- ing and learning materials. The study shows insufficient access of instructional materials in all schools and inadequate utilization of the accessed IMS, the effect of utilization of IMS to improve their students’ performance is found to be significant.Also the students‘academic per- formance in the class in the study area is low which in turn indicates the quality of education that is significantly affected in the study area. KEY WORDS: Instructional Materials, Teaching-Learning, Academic Performance. 1 CHAPTER ONE Introduction 1.1 Background of the Study Instructional materials have been observed as a powerful strategy to bring about effec- tive teaching learning process. The importance of instructional materials in teaching and learning can occur through their access and effective utilization during classroom teach- ing. Instructional materials here include all the tools that the teachers and sthdents can use to make the teaching learning process more interesting and memorable. Farombi, J. G. (1998). According to Farombi, (1998), instructional materials include books, audio-visual, software and hardware of educational technology. He further opines that the availabil- ity, adequacy and relevance of instructional materials in classrooms can influence quali- ty teaching, which can have positive effect on students‟ learning and academic perfor- mance. The insight from Farombi on linking instructional resources to students‟ aca- demic performance serve critical in the provision of quality education. According to Oni (1992), instructional materials are teachers‟ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional materials. This allows students to learn more com- fortably therefore influencing positively their academic performance. Instructinal materials help those who learn to develop problem-solving skills and scien- tific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (1990) em- phasize that when instructional materials are provided to meet relative needs of teaching learning process, students will have access to the reference materials mentioned by the teacher, and also each student able to learn at his or her own pace. The overall result is that students will perform much better. 2 According to Adeogun (2018), schools whose teachers use more instructional materials, perform better than schools, whose teachers do not use instructional materials. From this importance, schools at all levels of education have been advised to access adequate instructional materials and utilize instructional materials to raise academic performance of their students. According to Akande (1985), learning can occur through one‟s interaction with one‟s environment. Environment here refers to instructional materials that are available to fa- cilitate students learning. Inadequacy of instructional materials is not confined to Ethiopa, as this is a worldwide phenomenon. Even in developed countries for example, United States of America es- pecially in schools whose majority of population are the poor and minority students are less funded and lack essential instructional materials. In addition, policies associated with school funding, resource allocations, and tracking leave minority students with fewer and lower-quality books, curriculum materials, laboratories, and computers (Post and Darling, 2000). This situation is more critical in less developed countries. For instance, studies done by Carron and Chau, (1996) in India, and Willms (2000) in Latin America indicated acute shortage of school facilities such as classroom materials and inadequate library which led to poor academic performance in the areas most affected by this problem in these countries. A survey which was conducted by UNICEF/UNESCO in 1995 in 14 least developed countries showed that the size of classes ranged from fewer than 30 students in rural and urban Bhutan, Madagascar, and the Maldives, to 73 in rural Nepal and 118 in Equatorial Guinea (Postlewaithe, 1998) In most African countries there is an endemic lack of instructional materials most es- pecially in rural areas. A research done by Gogo (2002) on the input of cost sharing on access, equity and quality of secondary education in Rachuonyo district in Kenya indi- cated that the quality of education had not changed much for a number of years due to inadequate teaching and learning materials and equipment. Further studies done in oth- er parts of Africa reveal the same problem For example in Nigeria Farombi (1998) did a study on resource concentration, utiliza- tion and management as correlates with students learning outcomes in Oyo State. He 3 discovered that instructional materials in some schools were very poor. Another study done by FEMSA (Female Education in Mathematics and Science in Africa) on the availability of teaching and learning resources for mathematics and science in four Af- rican countries, Cameroon, Ghana, Tanzania and Uganda revealed that there was criti- cal shortage of instructional materials mostly for teaching science and mathematics. In Ethiopia after the begnning of formal education instructional materials are consid- ered important in teaching learning process in all levels of education because text- books and other resource materials are basic tools. Absence or inadequacy makes teachers handle subjects in an abstract manner, portraying it as dry and non-exciting. For example, textbooks, charts, maps, audio visual and electronic instructional materi- als such as radio, tape recorder, television and video tape recorder contribute much in making teaching learning more interesting. The importance of instructional materials is also evident in the academic performance of student Eshiet, L. T (2013). Studies on the access, utilization of instructional materials and academic performance of students in ethiopia are highly needed due to the importance discussed above and the challenges facing the education system. In this study, the researcher investigates conceptions from understanding of the im- portance of instructional materials in improving teaching learning process in secondary school education in ethiupia. In conducting this study, the researcher has been interest- ed in access, utilization of instructional materials, and students‟ academic performance where the number of schools and enrollments are increasing while instructional materi- als are inadequate or in sorry state. This reciprocal relationship is creating inefficiency gap between the governmental intentions stipulated in (Ministry of Education (MOE) and the realities existing in secondary schools. The gap has led to the emerging criti- cism that secondary schools are not effective, as a large number of students do not ac- quire required skills and hence perform poorly in their examinations. From these facts on the ground, efforts to improve the quality of provision of education in secondary schools in Ethiopa will appear to slow down, these challenges were not prioritized. More studies are needed in Ethiopa to expose this situation. If the country aims at producing a competitive economy to meet global market demands as stipulated in the 4 vision of the Ministry of Eeducation. Aavailability of instructional materials, utilization of those available instructional materials, and students‟ academic performance in government secondary schools should be given a high priority. Bir- hanu (2016) In this study the access, utilization of instructional materials, and students‟ academic performance were assesed and suggestions are given to narrow the efficiency gap in the provision of education in secondary schools in the case of wolkite town and kebena woreda. 1.2 Statement of the problem The transmission of facts, ideas and information from the teacher to the students in a systematic order or procedure is refereed to as teaching. During this process instruc- tional materials are means to make instruction more meaningful, clear and much more interesting to students are brought in display. There is a general impression that educa- tion is not achieving the desired objectives especially with high incidence of students‟ poor acadamic performance in subjects at government secondary schools. This situa- tion has assumed a precarious dimension in all secondary schools in wolkite town and kebena woreda. The failure of educational system to provide adequate and appropriate teaching learning materials and its utilization in order to improve academic perfor- mance of students is of a great concern to government, educational institutions and other concerned citizens. It is believed that if adequate instructional materials are made available to school and are used appropriately in teaching-learning process, a better performance could be achieved. Munnir, A.,& Musa, L.(2020). Currently an attempt is being practiced in Ethiopia to introduce and practice the student -centered instructional approach (Ambaye, 1999; Yalew, 2004). The implementation of this approach is unthinkable without the optimum use of instructional materials (Helnich, et. al., 1996; Serieber, 1998). Moreover, the importance of instructional ma- terials has been acknowledged in the education and training policy of the nation. The policy clearly spells out that “in order to promote the quality, relevance and expansion of education, due attention will be given to the supply, distribution and utilization of instructional materials and facilities” (Transitional Government of Ethiopia, 1994, p. 27) 5 However, the preparation, provision and utilization of instructional materials in Ethio- pia are very weak (Fantu, 1992; Tsega, 1983; Amare, 1996; Amera, 2003). Amare (1996) further explained that unlike the other quality aspects of education (expansion, equity, teachers' further training and the like), attention to availablity and utilization of instructional materials seems weak. In most schools, students have been observed to learn in a passive way with a minimum application of amount of invested mental effort (Amare, 1996). The reviewed studies reveal that there is a gap between what the Ethiopian eeducation and training ppolicy stated about problem solving capacity, independent learning, crea- tivity and instructional material utilization and the actual practice of these policy statements at the classroom level. Students‟academic performance in government secondary school level in Ethiopia has been persistently poor of which students in centaral Ethiopia have been performing poorly in subjects in external and internal examinations yearly according to Gurage zone education office report (2014) indicated that, for the past .The percentage of stu- dents that passed Zone level examination was less than 50% in the Zone. Various rea- sons have been attributed to this problem by scholars. However, it had been empirical- ly supported by Gurage zone education office annual report (2014) and Matazu (2022) that the students taught by utilizing instructional materials performed better and also retained more knowledge than those taught without instructional materials. Similar finding was also reported by Munnir and Musa (2020). Therefore, this could mean that the poor academic performance being experienced by students may not be unconnected to the state of instructional materials in schools, which are characterized by available, non-available, inadequate, and non -utilization by many research findings. For instance, the study conducted by Dr. Messeret Assefa (2019) on the challenges and coping mechanisms of improving instructional materials within Secondary Schools in Addis Ababa. However, the study failed to investigate the access, utilization of instruc- tional materials, and students‟ academic performance of secondary schools. Additionally Amera Seifu (2008) conducted the study with the objective of Teachers' ddifferences on the uutilization of iinstructional materials as the function of their years of teaching experiences, level of academic qualifications and school contexts. The 6 study failed to investigate the access, of instructional materials, and students‟ academ- ic performance of secondary schools. Haile Yalew (2020) conducted the study on Teachers‟ production and utilization of in- structional materials in the secondary school of Dera woreda, north showa Oromia re- gional state. The study failed to investigate the access of instructional materials and students‟ academic performance of secondary schools Similarlly Solomon Handiso (2019) conducted the study with the objective of practcies and challenges of utilizing of instructional media in secondary schools of Halaba special woreda in south nation nationality region. The study failed to investigate the access of instructional materials and students‟ academic performance of secondary schools. From the above mentioned studies, it is possible to learn that most studies that look in to student‟s performance, but they do not link this situation with access, utilization of instructional materials. Therefore, this study seeks to find out the access, utilization of instructional materials, and students‟ academic performance of government secondary schools in wolkite town and kebena woreda. Moreover, related research practice on this topic in the study area is limited. 1.3 Objective of the Study 1.3.1 General Objective The general objective of the study is to investigate the access, utilization of instruction- al materials, and students‟ academic performance of government secondary schools in wolkite town and kebena woreda. 1.3.2 Specific objectives 1. To identify the access of instructional materials in teaching learnning process in government secondary schools in wolkite town and kebena woreda. .2. To assess what extent do teachers and students use available instructional materials in teaching learning process in government secondary schools in wolkite town and kebena woreda. 3. To assess academic performance of students in government secondary schools in wolkite town and kebena woreda 2015 E.C. 7 1.4 Research Questions In the course of this research work, the following questions are raised. 1. Are there instructional materials in government secondary schools for teachers and students? 2. To what extent do teachers and students use available instructional materials in teaching learning process? 3. How is it academic performance of students in government secondary schools in wolkite town and kebena woreda? 4. Is there the link between the use of instructional materials and students‟ academic per- formance? 1.5. Significance of the Study This study was intended to find the availability and utilization of instructional materials and students‟ academic performance in wolkite town and kebena woreda government secondary schools. The knowledge obtained helps the government most especially lo- cal government and educators to reflect and make the requirements of instructional ma- terials apart from class-rooms alone. The government and communities will putting more emphasis on the provision of quality secondary school education requires more than just class-room buildings. The evaluation of instructional materials, along with other reform movements allows educators and planners to plan for appropriate envi- ronment for teaching and learning so as to provide quality secondary school education. The study influence education planners to consider the access and utilization of teach- ing and learning materials as important factors that can influence students‟ academic performance. Also the knowledge acquired from this study is very important to other researchers who have interest in conducting research on this field. 1.6 Scope of the Study Contextually this study deal with conditions of the availability and utilization of in- structional materials in teaching learning process in and students‟academic perfor- mance in government secondary schools. Geographically the study is focus on selected 8 government secondary schools in wolkite town and kebena woreda. The study exclude private secondary schools for the reason of time and budget .1.7. Organization of the Study The study is organized into five chapters. The first chapter includes background, state- ment of the problem, objectives of the study, research questions, significance, scope of the study, organization of the study; Limitation of the study .Chapter two present the review of related literature relevant to the study. The third chapter discusses research design and methodology, chapter four is about data analysis and interpretation. Finally, the last chapter presents a conclusion and recommendation of the study, references and appendixes also the part of the study. 1.8. Limitation of the study Time constraint was seen as the major limiting factor since it is very hard to combine study. More often school directors were preoccupied with meetings which made it dif- ficult for the researcher to catch their full attention in order to suit the purpose well. Another doubly difficult limiting factor was financial constraint. Locating SPC coordi- nators to discuss matters concerning SPCs was additional limitation of the study since most of the SPCs at the selected sample schools were nominal. Generally, the re- searcher has compiled with patience, and was call for polite permission for responses. 9 1.9. Operational Definitions of Terms For clarity's sake the terms that follow are defined according to the context they used in this study.  Secondary school: refers to grades 9 - 12 at the cycle of school.  School principals: refers to both directors and deputy directors of Secondary schools.  Utilization: refers to planning, selecting and using IMS by teachers and students for instruction.  Access;availability of instructional materials.  Academic performance; refers to the level at which students have managed to reach their educational goals. In this study, it refers to performance in the final examina- tions.  Instructional materials: are any materials used as input or resources that can facili- tate the overall teaching and learning process in school system. In this study textbook, reference books, mmodels, graphes, charts, pictures and maps are used as instructional materials. 10 CHAPTER TWO LITERATURE REVIEW 2.1 The concept of iinstructional materials The main purpose of teaching is to impart knowledge, information, values and skills to the student. The utilization of instructinal materials also stimulates sharing of ideas, thoughts, feelings and knowledge (Macharia 1987). Appropriate instructinal materials are the primary tools that schools use to provide students with access to the knowledge and skills they are expected to learn (Oakes & Saunders 2002, p.4). Core comprehen- sive in structional programs usually require some type of instructinal material to fill the gaps of content or meet the skill level of students (Edenfield, 2010). As it is expressed in Beaufort County Board of Education Policy Manual policy code 3200, USA instructinal materials are learning resources which are selected to supple- ment, improve or extend the curriculum. Such resources include, for example, special- ized materials selected to meet various needs or rapidly varying circumstances, library materials, digital resources, the school system‟s media collection, classroom collec- tions and teacher-selected resources for individual classes. Tomlison (1998) considers that instructinal material is whatever, which is used by teachers or learners to simplify the learning. Drawing on this, Housborgh,(2011),Spratt, Pulverness, Williams, (2011) , and Ur‟s ( 1991) as cited in Martin, et al(2012), instructinal materials support the course as well as to contribute to learning adopted to the need of a specific class. Brewster, Ellis and Girard (1992) went further and defined supplemental learning ma- terials as “Any and all resources teachers and staff would use to facilitate student learn- ing”. According to Brown (1994), supplementary curriculum material is one of the key factors in learning. Biemer (1992) argues that the teacher should be alert that the text- book is not the only resource in the classroom. Biemer further claims that the first step to encourage and motivate the students is to understand how they learn. According to Spratt, et al (2005) instructinal materials attempt to cover the gaps in which a textbook 11 cannot cover, so instructinal materials may be designed to help students learn better. Indian National Council of Educational Research and Training (NCERT 1975, p.7-8) stated that: Text books have to be considered in the light of the suggestions in this document that, particularly for primary classes, it is far more important to prepare instructinal mate- rials that the broad aims and objects of education have to be covered by each subject area in its own specific way. The textbooks must not only inform the reader but also arouse his curiosity to learn and investigate; this curiosity, in turn, should be satisfied by suitable instructinal materials. The application of instructinal material in the classroom makes a huge difference in education. For years, it has been said that the teacher is the most powerful person in the classroom and sometimes success has even been measured by how much students‟ learn. Currently, things have changed and a teacher‟s work is not only to use that pow- er for education but also for taking benefit of every instructinal material and practice it cleverly to achieve the objectives of the class (Herrera and Hermínia, 2012). Griffiths (2002) points out that besides the class materials can be used outside the classroom. Basturkmen, (2001) has encouraged the use of instructinal materials because of its pedagogic benefits on student‟s learning enthusiasm and communicative competence. Widdowson, (2003) had a differing view and claimed that the verbal difficulty of instructinal materials may discourage students and bring negative effect on their learning. It is recommended that this problem can be overcome by preparing instructinal materials, which fit the students level and designing practicable learning tasks. However, this conveys a major difficulty of using instructinal materials. That is, preparing suitable instructinal materials and designing proper learning tasks can be a time-taking process (Hughes & McCarthy 1998). The opinions with regard to the use of instructinal materials are diverse. Thus, one needs to select and use it properly. 12 2.2 Categorization of Instructional Marterials Instructional materials are classified in to three main groups;visual(sight) audio(sound only) and oudo-visual aids combination of sound and vision (Odianwu and Azuhike,1994). AUDIO; these include Radio, cassettes, cd gramophone etc. They support instruction through hearing. VISUAL; consistes of maps, samples, images, charts, etc. They supports instruction through sight. Visualy,students appreciate the significance of notions,idias and details AUDIO-VISUAL; is a combination of audio and visual tools. Examples are TVs and vidio(Sulamani,2013). However, these typologies of instructional materials vary with the operational definition of the term/variable. 2.3 Instructional marterials and sstudents’ learning According to Lyons (2012) learning is a complex activity that comprises interplay of students‟ motivation, instructinal materials, physical facilities, teaching resources, and skills of teaching and demands. Availability of instructinal materials, thus, increases the effectiveness of schools and creates good learning situations for the students. The effects of using instructinal materials are increasing student activity. An important is- sue is establishing a methodology of embedding instructinal materials in teaching in order to improve the learning process (Kay, 2012). Moreover, findings of the study re- vealed that when instructinal materials were used in teaching, it enhanced learners‟ positive attitude towards the course. In addition, Aminuddin (2009) investigated how teachers‟ practiced supplementary textbooks and how students‟ replied to teachers‟ use of instructinal materials. It was found that teachers regarded supplementary textbooks as not helpful to fully serving teachers‟ and students‟ needs as they lacked content relevance. Students on the other hand, mostly agreed learning materials could serve their needs if the teachers had suc- cessfully implemented these materials in the classrooms. Dolati and Richard (2012) studied the effectiveness of using instructional materials in fostering student‟s vocabulary. The participants of this study were 15 experienced 13 teachers who were enrolled in teaching English as a second language program. Focus group interviews were used to collect data. The results showed that teachers tended to have positive attitudes about using instructinal materials in their classroom because they saw change in the students learning while they used instructinal materials. 2. 4.Availability of instructional materials Availability of instructional materials encourages its usage. According to Majed (1996) for technology to be exploited in an environment it must first exist. This means that if college tutors are to use instructional materials in their teaching then the resources should be made available in the college environment The qualitative study which was conducted on 143 student teachers on their use of instructional media found that more than half of the respondents indicated un availability of instructional materials in class- rooms . This was echoed by Kadzera (2006) in a survey on use of instructional tech- nologies in five teacher training colleges in Malawi where classroom facilitates like power sockets were vandalized or were not there at all for use with instructional media Kadzera (2006) further reports that lack of instructional media resources is one of the reasons contributing to minimal use of instructional technology in teachers training in Malawi. This was also confirmed by Asgedom (1998) observation in an earlier study in Ethiopia which noted the lack of required instructional media resources is one of the reasons for teachers‟ limited use of instructional materials. When instructional media is available and the management is committed to implementation change effects can be seen. This would exhibit the administration commitment and hence facilitate the change process making it easily acceptable by the subordinates (Kadzera, 2006). Even when the resources are available or the management shows commitment and the im- plementers (pre- primary school college tutors) do not see the need for these instruc- tional materials no use can possibly occur A study conducted by Ginsberg and McCormick ( 1998 ) in which 1163 secondary school teachers where asked what factors prevented technology implementation in their classes , the most popular response given was lack of access to technology . Bitner and Betner (2002) also found that availability of and access to instructional technology re- sources and technical support were important factors that determine the frequency in which teachers use instructional materials .Holloway (1996) reaffirms that the frequen- 14 cy in which elementary school teachers use instructional technology is related to the availability of technical hardware in the classrooms. Further , Flick (2007) in a study on math teachers and instructional media which focused on 60 high school and middle school teachers in some selected states in USA found that an availability of computers for instruction was among the main factors that impede indicated that access to and un- availability of a computer and projector were real hurdles to their use 2.5 Uutilization of instructional materials in teaching– learning process Instructional media is perceived as a very important teaching – learning process (Kadzera, 2006). The use of instructional materials in teaching stimulates learning be- cause students become more attentive .It also process student interest and enhance their participation in class activities. It also arouses student interest and enhances their participation in class activities. Con- sequently it improves the teaching process since it promotes performance in class room situations .This is confirmed in a study by Alssen (2012) which investigated university student perceptions of learning English for taught language Centers. Instead of teacher- centered methods ,the courses used a student- centered method where by small groups of students designed ICT –enhanced instructional materials for learning English for specific purposes (ESP) .The materials were published on the internet where they were writing as well as in domain – specific vocabulary . This supposes that student teachers who are exposed to preparation and utilization of instructional materials would post improved performance and hence tutors are called upon to use instructional materials to reinforce learning. The utilization of media in instruction can provide teachers "access to new idea such as a ways to study themes , how to access information to that is difficult to find clarifica- tion of difficult or concepts and how to present information using different instruction- al materials besides , materials can provide continuing support after courses end ( USA Congress office of Technology Assessment , 1995 ) Many teachers who use instructional materials find that it can help them improve stu- dent learning and motivation, addresses students with different learning abilities ex- poses students to a wider world of information and experts and implement new teach- ing techniques in all levels in learning colleges. Means (1994) reports that the use of 15 instructional media in teacher training college helps trainees new models of teaching learning content areas many researches have therefore called for emphasized , the im- portance of utilization of instructional materials in teacher training ,(Begges, 2000 , Clark et al, 2006 ). This inclusion has the potential for future pre - primary teachers to improve their teaching practices .interactive instructional media has been used with pre- service teachers to improve their training and hence the quality of elementary edu- cation (Bitner and Bitner 2002; Clark et al 2006). The potential of interactive multime- dia for teaching has been discussed extensively. Palk and Carlson (1991) in study of a group pre-service teachers using multimedia program found multimedia to be an effec- tive approach providing pre - service teachers 2.6. Importance of iinstructional marterials for treaching learning process Instructional materials in education play a great role in improving and developing the aim of education. The aim of education must be to make every child physically, men- tally and emotionally fit and also to develop in him such personal and social qualities that will help him to live happily with others and build him up as a good citizen. Through guided instruction and participation, research conducted according to social and hygienic standards. Mapaderum (2002) According to Heinich et.al (1982) have discussed that “instructional materials serves as a catalyst to change in the whole in- structional environment and facilitate for intellectual development”. Instructional mate- rials are instructional devices which are used in the class room to encourage teaching learning process. Iinstructional materials improve teaching learning process . Oni (1995) and Mapaderum (2002) emphasized that “the availability and adequacy of instructional ma- terials promote effective teaching and learning activities in school while there inade- quacy affect the academic performance negatively and leads to poor learning environ- ments.” equipment and facilities are not available in secondary schools. It might be too difficult for the teaching-learning process. But well-maintained, safe and appropriate equipment will enhance student opportunities for adequate activities.According to Amare (1995) and MOE (2002) described that availability of instructional materials determine the quality of education and teachers effectiveness 16 From different types of instructional materials, students gain more knowledge and skills and can improve their ability, performance and understanding. 2.7. Factors influencing the use of instructional materials Some of the factors which appeared to influence the use of instructional materials are teachers and students‟ motivation, lack of training, beliefes, access of instructional materials, and attitude towards instructional materials etc (Asegdom1998). 2.8, Theoretical framework 2.8.1 Instructional material theories Instructional material theories assume that there is a direct link between the materials that the teachers use, and the students‟ learning outcomes. These outcomes include higher abilities to learn, quality strategies to learn and perform classroom activities and positive attitude towards learning. Further, these theories assume that instructional ma- terials have the capacity to develop into students the highest order of intellectual skills as they illustrate clearly, step by step how to follow the rules/principles and elaborate on the concepts, all of which have positive impact on solving new problems by analyz- ing the situation and formulating a plan (Gagné et al. 2005). According to Gagne et al, instructional materials can be used to develop higher learning abilities to the learners through self-teaching or guided learning. This implies that the instructional materials mainly comprise “eliciting performance” and “providing feedback on performance cor- rectness,” in addition to “providing learning guidance” for guided discovery learning. Many of Gagné‟s 9 ideas have broad implications for secondary teachers in community secondary schools in Rombo district. Many of these ideas have capacity building un- dertones with themes of students‟ acquisition of critical thinking and problem-solving skills. However, the theory does not relate to whether or not students can think critical- ly in what aspects or how they can solve a particular problem by themselves. However, I have the opinion that the purpose of instructional materials or technology in educa- tion is to stretch students‟ imagination and to encourage them to solve problems in their lives. Similar ideas are held by Lev Vygotsky, a Russian psychologist who held a view that tools and signs, which are in a form of instructional materials, have the capacity to de- velop in students‟ higher level of thinking, which is important in problem-solving ac- 17 tivities. However, since they are considered to be domain-specific, the ways instruc- tional materials can start cognitive eearthese views. 2.8.2. B. F. Sskinners operant conditioning ttheory This refers to the B.F. Skinners operant conditioning theory as a model of learning in influencing behavior.Operant conditioning according to Skinner is the active learning by direct participation of the student.The learner changes behavior due to the stimulus given.Behavior change is directly proportional to the incentive given. In a learning situation a student learns by experience and not mere reflexes. Learning during the operation involves responding to stimuli. Environmental conditioning is a significant element of operant conditioning. Instructional materials are stimuli that promote behavior change in students. Response towards particular stimuli with a given environment is another feauture of operant conditioning. A learners good response to the content taught will depend on the instructional materials being utilized appropriately if present. Skinner explained that the response can be repeated to prove its reliability. When the instructional materials are constantly utilized the response will assist learners mastery of content delivered. This repetition in Skinners theory is reinforcement of the stimuli. This research sought to ascertain approaches used in access and use of instructional materials and students‟ academic performance. 2.8.3 Socio-cultural ttheory of treaching, learning, and development Sociocultural theory of teaching, learning and development is the third theory that framed this study. Llargely inspired by the seminal works of Lev Vygotsky, this theory assumes that human minds do not develop by virtue of some pre- determined cognitive structures that unfold as one matures. Rather, this theory posits that human‟s minds de- velop as a result of constant interactions with the social material world. According to Vygotsky, human mind develop through interaction with materials in the learning process where people learn from each other and use their experiences to suc- cessfully make sense of the materials they interact with. These experiences are crystal- lized in 'cultural tools', and the learners have to master such tools in order to develop specific knowledge and skills in solving specific problems and, in the process, become competent in specific profession. In the classroom, these tools can be a picture, a mod- 18 el, or pattern of solving a problem. Most often however, such tools are combinations of elements of different orders, and human language is the multi-level tool par excellence, combining culturally evolved arrangements of meanings, sounds, melody, rules of communication, and so forth. Learning by using such tools is not something that simply helps the mind to develop. Rather, this kind of learning leads to new, more elaborated forms of mental function- ing. For example, when children master such a complex cultural tool as human lan- guage, this results not only in their ability to talk but leads to completely new levels of thinking, self-regulation and mentality in general. It is the specific organization of this tool (e.g., the semantic, pragmatic and syntactic structures of language) that calls into being and in effect shapes and forms new facets of the child's mind. Importantly, cul- tural tools are not merely static 'things' but embodiments of certain ways of acting in human communities. In other words, they represent the functions and meanings of things, as discovered in cultural practices: They are "objects-that-can-be used- for-certain-purposes" in human societies. As such, they can be appropriated by a child only through acting upon and with them, that is, only in the course of actively reconstructing their meaning and function. And such re- construction of cultural tools is initially possible only in the process of cooperating and interacting with other people who already possess the knowledge (i.e. the meaning) of a given cultural tool. This short account is presented here to illustrate the fact that the sociocultural ap- proach, unlike that of instructional materials by Gagne discussed above, not only al- lows for a synthesis of teaching, learning, and cognitive development; it actively calls for it. This theory implies that instructional materials lead to cognitive development because they mediate learners‟ thinking through the tools, and such mediation consti- tutes the very cornerstone of mental development 19 2.9. Empirical literature 2.9.1 The eextent to which instructional materials affect student performance In his study Adeogun (2001) revealed a strong positive link between instructional re- sources and academic performance. According to Adeogun, schools that possess more instructional resources performed better than schools that have less instructional re- sources. This finding supported the study by Babayomi (1999) that private schools per- formed better than public schools because of the availability and adequacy of teaching and learning resources. Adeogun (2001) noted that there was a low level of instruction- al resources available in public schools and hence commented that public schools had acute shortages in teaching and learning resources. He further commented that effec- tive teaching and learning cannot occur in the classroom environment if essential in- structional resources are not available. Fuller and Clark (1994) suggested that the quality of instructional processes experi- enced by a learner determines quality of education. In their view they suggest that quality instructional materials create into the learners‟ quality learning experience. Mwiria (1995) also supports that students performance is affected by the quality and quantity of teaching and learning resources. This implies that the schools that possess adequate teaching and learning materials such as textbooks, charts, pictures, real ob- jects for students to see, hear and experiment with, stand a better chance of performing well in examination than poorly equipped ones. A study by Chonjo (1994) on the physical facilities and teaching learning materials in Primary schools in Tanzania supports the above views. Chonjo interviewed teachers and students on the role of instructional materials on effective learning. From his study he learned that performance could be attributed to adequate teaching and learning ma- terials and equipment that are in a school. He recommended that in order to provide quality education the availability of sufficient quality facilities is very important. Chon- jo‟s study was one of its kinds in Tanzania which directly linked the role of physical facilities with students‟ academic performance in primary schools. 20 However, Chonjo focused only on physical facilities, leaving out instructional materi- als. To me, physical facilities such as buildings including classrooms, chairs and desks are not enough to provide quality teaching and learning. Instructional materials are also necessary. The study done by Maundu (1987) agrees with my ideas that, in order for a school to have a good performance it must be well equipped with relevant and ade- quate text books and other teaching and learning resources. 2.10. Conceptual fframework In this study the Conceptual framework is based on Bloom‟s (1982) model of evalua- tion because of its suitability in utilization and usage of instructional materials in the process of teaching and learning. It was useful in examining the interdependence of variables, teaching materials, teaching and learning process to students‟ performance as an outcome. The model consists of three items: Predictor variables, Mediating varia- bles and Performance. Figure 2.1 A Model for Explaining Role of Instructional Materials in Students‟ Aca demic Performance According to Bloom (1982) predictor variables and mediating variables influence greatly students‟ performance. Figure 2.1 summarizes the idea contained in the model that if the predictor variables and mediating variables were of high quality, then teach- ing and learning process would produce high academic performance. Figure 2.1 show Model for Explaining Students‟ Performance in English Language Learning. The model examines the relationship between variables, availability and ef- fective use of available instructional materials in the process of teaching and learning for higher performance. Predictor Variables s Mediating g Variables performance High 21 It is anticipated that if there were enough instructional materials in the teaching trans- action, and well utilization of those materials, they would contribute to quality teaching and students‟ high academic performance. It was also hoped that students would be more motivated to learn when they are exposed to instructional materials because their motivation would determine their successss 22 CHAPTER THREE Materials and Methods 3.1 Description of the study area According to Mcmillan & Schumacher (1993) choosing a site is a negotiated process to obtain the freedom of access that is suitable for the research problem and accessible for the researcher in terms of time-mobility, skills, and resources. This study is conducted in the Gurage zone wolkite town and kebena woreda selected secondary schools. wolkite town is one of the reform towns in cenatral Ethiopia, is situated in the centaral part of the region, and has 8 secondary government schools in the town and kebena woreda. 3.1.1 Demographics Based on the preliminary 2007 census result Wolkite town has a total population of 101805.Wolkite town contains with an estimated area of 77 hectares (530.14 sq. km); the town has an estimated density of 5,165.1 inhabitants per square kilometer. For ad- ministrative purpose currently the entire town is divided in to six kebeles. Those kebeles are namely, selamber, menahariya, edegetchora, edegetber, adishewot and gu- berye.and providing basic public services at local level. 3.1.2 Economic and social conditions Currently, the most common problems found in the town are; unemployment, housing problem, poor quality of education, and health problem, and inadequate infrastructure, problem of waste disposal and shortage of recreational center for the youth. The town is the commercial place for residents of different towns. Most of the populations of the town fall in medium and low living standard (Wolkite town strategic plan, 201 23 Figure 3.1 Map of Wolkite town Figure3.2. Map of kebena woreda . 24 3.2. Research design A research design refers to a process of creating an empirical test to support or reject a knowledge claim (Best, 2006). In this study, a descriptive survey research design was employed. It is relevant to gather detailed information. Moreover, descriptive research design makes possible the prediction of the future based on findings on prevailing con- ditions. Similarly, Cohn & Manion (2002), described that descriptive survey research design helps to gather data at a particular point in time with the intention of describing the na- ture of the existing condition or identifying standards against which existing conditions can be compared or determining the relationship that exists between specific events. In addition, Seyoum & Ayalew (1989) also agreed that descriptive survey design of re- search would employ both quantitative and qualitative methods because it is a descrip- tive survey in design, which is analytical, and it is more appropriate for gathering sev- eral kinds of data in a broad to achieve the objectives of the study. So, a descriptive survey research design was employed in this study 3.3. Research Approach This study used a mixed approach, combining both quantitative and qualitative com- ponents. According to Gay & Airasian (2000), qualitative research is best used to dis- cover topics and relationships, at the case level quantitative research is best used to val- idate those themes and relationships in samples and populations. The reason is that re- searcher use a mixed approach is to be broadening understanding by incorporating both qualitative and quantitative methods to use one approach to better explain or build on the results from the other approach. To this end, the qualitative approach incorporated into the study to validate and triangulate the quantitative data. 3.4. Sources of data To achieve the objectives of the study and to strengthen the findings of the research, relevant data for the study were gathered from both primary and secondary sources. 3.4.1. Primary Sources In this study primary data sources employed to obtain reliable information about the study. The major primary sources of data are secondary school teachers and students 25 through questionnaires, from principals and pedagogical center officers through inter- views and also personal observation on the actual place. 3.4.2. Secondary Sources The secondary sources of data for this study were document analysis. These are lesson plans, annual plans, feedbacks, reports and students achievement results, used for anal- ysis about the existing reality and particular research questions and to strengthen the data obtained through questionnaires, interview and observation, and also published and unpublished documents from the internet were used. 3.5. Population of the study The study is conducted on 4 sampled government secondary schools located in Wolkite town, namely Yaberus secondary school and Yehidase fere and in Kebena woreda, namely Woma secondary school and Kebena secondary school. The total study popula- tion is seven thousand, three hundred and sixteen. 3.5.1 Target population for the study The target population of the study is the teachers, students, principals and Pedagogical center officers in the sampled government secondary schools in Wolkite town and Kebena woreda. 3.6. Sample size The study used the sample size of (379) respondents through use of the Yemane formu- la (1978). Yemane „s formula used to compute the sample size. This formula employed so as to sample fairly a large number of people as representation of the total population such that the research findings obtained can be trusted and believed. The details on the determination of sample size using Yemane„s formula are shown below; ( ) Where n= Sample size N=Total population size e = level of significance ( ) 26 Following this formula, the established sample size is 379 respondents from total popu- lation 3.7. Sampling techniques To obtain reliable data for the study, various sampling techniques are employed in this study. From Kebena woreda and Wolkite town adminstration 4(50%) schools are se- lected by stratified random sampling techniques based on the place (rural and urban), establishment years (old, medium, and recent). This technique is advisable to subdivide the population into smaller homogeneous groups to get a more accurate representation (Best, W.J., & Khan, J.V. (2012).And13 secondary school teachers and 365 students are selected from the sampled schools by simple random sampling techniques. As Cohn & Manion (2002) described utilization of this technique allows each element to have an equal non-zero chance of being selected. And 1 principal and 1 School pedagogical center officer selected from the sampled schools by using Purposive sam- pling techniques because they are few and could give technical information regarding the issue. Table 3.1: Summary of population, sample size & sampling techniques of the study No Items Population Sample taken Sampling technicques N % 1 Woredas/town adm. 2 Stratified Sampling 2 Teachersin the sampled schools 252 13 5 Simple random sam- pling 3 Students in the sampled schools 7056 365 5 simple random sam- pling 4 Principals in the sampled schools 4 1 25 Purposive sampling 5 Pedagogical center officers in the sampled schools 4 1 25 Purposive sampling Source: researcher based on sample desi 27 3.8. Data collection instruments In this study, questionnaires, interviews, observation and document analysis are used to collect data regarding the access and utilization of instructional materials and students‟ performance in secondary schools. Dooley (2004) stated that the integration of instru- ment serves as a means of enlightening phenomena from multiple angles and helps the researcher to reveal better-detailed evidence of the study.These are as follows;- 3.8.1 Questionnaire Questionnaires are believed to be better to get a large amount of data from a large number of respondents in a relatively shorter time with minimum cost. The researcher used questionnaires to collect data from students and teachers. Hence, open-ended and close-ended questionnaires were prepred in English language and translated into Am- haric language and administered to all respondents with the assumption that they can understand the language. The researcher used more close-ended questionnaires because it is the most frequently used instrument in descriptive survey research and is conven- ient to revel reliable and adequate information from a large number of respondents. 3.8.2 Interview Besides the questionnaire, qualitative data for this study is gathered by using semi- structured interview. A semi-structured interview designed to gather data from principals and pedagogical center officers. The selection of interviewees is based on their position to effectively describe the reality in the study area and they can have de- tailed information. The interview was prepred in English language and translated into Amharic language to make communication easier and to avoid ambiguity from each in- terviewee. The interview guide questions were set for respondents based on basic re- search questions. Finally, interview notes were taken and summarized. 3.8.3 Observation Observation is one of the means of data gathering instrument. It helps the researcher as an eye witness to the situation. The major points to be observed are;- pedagogical cen- ter in the school, libraries, utilization of instructional materials in the school and other necessary documents. A checklist used to facilitate the observation. 28 3.8.4 Document analysis For this study, the following documents were analyzed: the teachers lesson plans, town and woreda strategic and annual plan, schools annual plans, town and woreda re- ports, schools reports, annual students achievement, examination and test results, annu- al repetition rate, etc of the first semester of 2015 E.C academic year for analysis with the problems for checking the existing realities. 3.9. Procedures of data collection To answer the basic research question raised, a series of data gathering procedures were employed. The expected relevant data were gatherd by using questionnaires, in- terview, observation and document analysis. In doing so, letters of authorization were given from Wolkite university and woreda education offices. After agreeing with the concerned participants, the researcher was introducing objectives and purposes. After this, to collect the data from respondents convenient time and place were chosen to place them freely and to maximize the quality of response and degree of return. Before giving the questionnaire to the respondents the researcher oriented them to make clear the objectives of the research. Then, the questionnaires dispatched according to the schedule of the selected schools. Then the questionnaires administered to sampled teachers and students, interview was administered for principals and pedagogical center officers within selected schools, personal observation was taken and also documents were analyzed. Finally, the questionnaires were collected back. The interviews were conducted. And observations were made. 3.10 Methods of data analysis To analyze the collected data, both quantitative and qualitative techniques of data anal- ysis were employed. Data from the field were edited and coded according to the themes which emanated from the research objectives and questions. The demographic characteristics of respondents were analyzed based on frequency and percentages in frequency tables. The main data were: on Availability of instructional materials was analyzed by using descriptive statistics by main subjects; 29 Utilization of instructional materials by teahers and students was analyzed by using de- scriptive statistics specifically, the frequency of using; Academic performance of students for the first semester of the academic year and the performances related with respect to the access and utilization of instructional materi- als was analyzed using Cross tabulation and correlation analysis. The scores of each item (objective) was analyzed using SPSS (Statistically Data anal- ysis) software program version 21 to generate descriptive statistics of mean and stand- ard deviations. To compare whether the scores of the respondents are statistically significant or not, a t-test was used. The existing response difference was tested at a 0.05 level of signifi- cance. The overall median scores were used to interpret data gathered through ques- tionnaires. Besides, the qualitative data obtained from semi-structured interview, observation and document analysis was analyzed thematically as supplementary evidence of quantita- tive. Both textural and structural descriptions were used in the result section. For tex- tural descriptions, the quotes of participants were given in italics with the respondent to whom that quote belongs marked with type. The structural descriptions were interpret- ed by using the researcher provided plain text presentation of thematic findings. Final- ly, the findings were concluded, suggestions and recommendations were given for the further. 3.11 Validity and reliability 3.11.1 Validity of the instruments To ensure the validity of instruments, initially, the instruments was prepared by re- searcher after then developed under the close guidance of an advisor and experts in the education field for security who went through them against research questions and given necessary recommendations for improvement before the data collection to pro- vide their inputs on the validity of the instruments. To further check, the researcher used pilot testing of the instruments. A pilot study was conducted before the final ad- ministration of the instruments with all respondents. The pilot test was conducted to secure the validity of the instruments with the objectives of checking whether or not the items enclosed in the instruments. 30 3.11.2 Reliability of the instruments According to Fraenkel and Norman (2006) reliability is a statistical concept and relates to consistency and dependability, i.e., consistency of obtaining similar answers when measuring phenomena that have not changed. A reliable measuring instrument is one that, it repeated under similar conditions, would present the same result or a near ap- proximation of the initial result. To establish acceptable reliability of the questionnaire, a pilot study was conducted in school which is not part of the sample and checked by using (spss) the Statistical Package for Social Sciences. Cronbach„s Alpha (α) was used to measure internal consistency strength. 3.12 Ethical consideration In planning a research project it involve human subjects, it is important to consider the ethical guideline. With this, Mcmillan & Schumacher (1993) cited potential ethical di- lemmas such as informed dialogue, confidentiality, and anonymity to avoid problems related to ethical issues and encourage participants to overlook lost privacy in favor of valuable contributions made to make the research process professional, ethical consid- eration made. Therefore, the researcher were inform the respondents about the purpose of the study, chiefly that is purely for academic purposes of the study also introduced in the introduction part of the questionnaires, interview guide to the respondents; and confirm the subjects confidentiality protect. In addition to this, they were informed that their participation in the study is based on their consent. Furthermore, all the partici- pants on this research were acknowledged and remain confident. 31 CHAPTER FOUR Results and Discussion Introduction This chapter presents the findings and interpretations of the findings of the study on access, utilization of instructional materials, and students‟ academic performance of government secondary schools in Wolkite town and Kebenaworeda.The discussion of result was analyzed in connection with the objectives of the study. Interview and doc- ument review had been conducted to get support and fill the gap where the question- naires didn‟t encompass. 4.1 Questionnaire response rate This section entails an analysis of the rate at which questionnaires that were handed out were returned in complete form. Table 4. 1.1: Completion rate of questionnaire Respondents Expected responses Actual responses Percentages Teachers 13 13 100 Students 365 350 95.8 Total 378 363 97.9 Source: primary data, 2023 From table 4.1.1 there was a97.9 % return rate, “ the higher the response rate, the more likely the results are representative of the population provided the sampling is appropriate,” 32 4.2 Socio-Demographic characteristics of the respondents Table 4.2.1:.Basic demographic information about respondents Variables Category Respondents Teachers N =13 Students N =350 N % N % Sex Male 11 84.6 206 59 Female 2 15.4 144 41 Total 13 100 350 100 Qualification Diploma - - G-9=85 24.28 Degree 10 76.9 G-10=85 2428 masters and above 3 23.1 G-11=85 24.28 G-12=95 27 Total 13 100 350 100 Year of experiance 1-10 4 30.7 - - 11-20 6 46 - - 21-30 3 23 - - Total 13 100 - - Age below 20 - - 350 100 20-29 3 23 30-39 6 46 - - 40-49 3 23 - - 50 + 1 8 - - Total 13 100 350 100 Source:Ownfeild data,2023 33 The study findings on the gender of the respondents reveal that majority of the re- spondents were male with 217 representing 59.77% of the respondents, the females were 146 representing 40.22 % of the respondents. The results reveal that though the male dominated. Results on the education level of teacher respondents reveal that majority respondents were degree were 10 representing 76.92% of the respondents while masters and above qualification had 3 representing 23 % of the respondents. The findings reveal that many respondents are highly educated hence has a critical understanding on the in- structional materials and academic performance of students. The results on the age of respondents reveal that majority respondents were below 20 years 350 with 96.4% of the respondents, 20-29 age bracket with 3 representing 0.82% of the respondents, 30-39 had 6 representing 1.65 % of the respondents, 40-49 had 3 representing 0.82% of the respondents and those above 50+ years were 1 representing 0.27% of the respondents. The results reveal that many respondents are youthful hence a proper understanding on the study. The study findings concerning the aspect of Year of experiance reveal that 1-10 year were 4 teacher respondents representing 30.67% of the respondents, 11-20 years had 6 respondents represented by 46.15%, between the age of 21-30 years had 3 respondents represented by 23% of the respondents. In terms of the position of respondents majority were 350 (96.4%) of the respondents represented by the students, the teachers followed by who were 13 represented by 3.6% of the respondents. The respondents were both teachers and students of the schools so they understand the study context. 34 4.3 Availability of instructional materials in teaching learning process Table 4.3.1: Access of commonly used instructional materials as acknowledged by teachers from sample schools No IMS Response category Accessable Not Accessable Total N % N % N % 1 Textbooks 13 100 - - 13 100 2 Reference Books 13 100 - - 13 100 3 Models 3 23.1 10 76.9 13 100 4 Graphs 13 100 - - 13 100 5 Charts 1o 76.9 3 23.1 13 100 6 Pictures 13 100 - - 13 100 7 Maps 13 100 - - 13 100 Source: Primary data, 2023 Table 4.3.1 shows that the access of models, three- dimensional representation of real life objects, is concerned, 23.1% of teaches replied in the affirmative while 76.9% of them gave their responses in the negative. All the teachers, 100% of them, replied in favor of the access of textbooks, Reference books, Graphs, Pictures. Charts are con- cerned, 76.9 % of the teaches replied in the affirmative while 23.1. % of them gave their responses in the negative. 35 Table 4.3.2: Adequacy of IMS at the sample schools as evaluated by teachers Response category Respondents Teachers (N=13) N % Sufficient 2 15.4 Insufficient 11 84.6 Meager - - Poor - - Total 13 100 Source: own computation using spss Table 4.3.2 indicates that majority of the teachers (84.6%), judiciously expressed their judgment in line with the insufficiency of IMS at their respective schools. Again, relatively a small portion (15.4) of the .teachers evaluated that the adequacy of IMS at their respective schools is ' Sufficient '. This is simillar to the research finding conducted by Ayodele (1999) investigated re- source situation in Nigerian schools as correlate of students‟ academic performance and found that inadequate resource situation in schools for teaching and learning may lead to low students‟ academic achievement. Table 4.3.3 : The access of text books for students Item Alternatives Frequency Percentage How many of text books of your subjects do you have? All - - Half 78 22.3 one-third 225 64.3 one-fifth 47 13.4 Not at all - - Total 350 100.0 Source: own computation using spss 36 As far as the access of text books, reading material or the major instructional materials for students and teachers, is concerned, 78(22.3) of the students replied that they have possessed half of text books of their subjects while 64.3 % of them gave their responses they have possessed one-third of text books of their subjects , 13.4 % of them, replied they have possessed one-fifth of the textbooks of their subjects. Table 4.3.4: Conditions of laboratory: is it fully operational? Respondents Response category Total Yes No N % N % N % Teachers (N=13) 5 38.5 8 61.5 13 100 Source: Primary data, 2023 Quite obviously, table 4.3.4 indicates nothing but the bare facts that the majority or 61.5 % of the teacher respondents reported that the labratories are not fully operational while significant portion (38.5%) of them responded in the affirmative. It turns out that the results of table 8 are in consonance with the researcher's observation, which dis- closed the fact that all the laboratories at the sample schools in Wolkite town and Kebena woreda of Gurage zone have been not fully operational. With regard to this is- sue the teachers were asked to give the reasons why laboratories are not fully opera- tional. Their responses in brief: No responsible person who is in charge of the laboratory, Poor school managementt, lack of raw materials, Lack of time and tools for use. Table 4.3.5: The current status of school SPC Respondents Response category Total Yes No N % N % N % Teachers 5 38.5 8 61.5 13 100 Source: own computation using spss 37 According to table 4.3.5 the highest proportion or (61.5 %) of the teacher respondents explained that SPCs at the sample schools in Wolkite town and Kebena woreda of Gurage Zone are not fully functional. A small portion, i.e 38.5 % of the teachers how- ever, replied that SPCs are currently fully operational in the selected sample schools of Wolkite town and Kebena woreda of Gurage Zone. The researcher attempted to make observations so as to assess the current status of SPCs at the selected sample schools. In accordance with this, most SPCs were found to be not fully functional. 4.4 Utilization of available instructional materials in teaching learning process Table 4.4.1: Teachers extent of use of the available IMS in teaching learning process Respondent s Frequency Always Sometimes Never Total N % N % N % N % Teachers 1 7.7 12 92.3 - - 13 100 Source: own computation using spss Teacher respondents were asked how often they make use of the available IMS to help their students learn effectively.table 4.4.1 above indicates the responses from the re- spondents concerning how frequently they use IMS to accomplish their teaching tasks. In accordance with this, 92.3% of the teacher respondenets offered sometimes replies, pinpointing that they make use of 1MS in teaching learning process to improve instruc- tion. The remaining7.7 % of the teachers responded that they utilize IMS ' Always '. It is obvious that students learn primarily through the senses, by listening, observing, feel- ing, doing and communicating ideas. Put concisely, learners learn best by doing. But this will become a reality only when teachers make proper use of IMS during teaching learning process. The disappointing fact in this regard is that the findings of table 10, stand in contrast to the idea that practical teaching should be based on the proper use 38 of IMS so as to heighten the quality of teaching learning, because the largest propor- tion of the teachers admitted that they Sometimes use IMS during teaching learning process. The response obtained from an interview conducted with principal interviewee is in agreement with this fact. An item with a fixed response (yes/no) in an interview was presented to the interviewee to be checked. The principal interviewee responded “wit- nessing the fact that teachers do not make proper use of IMS to supplement teaching learning process”. Table 4.4.2 : Students usage frequency of accessed textbooks Item Responses Frequency Percentage How often do you use text- books accessed Every day or almost eve- ry day for many subjects 109 31.1 Once or twice a week 241 68.9 Once or twice in a month - - Never or almost never - - Total 350 100 Source: own computation using spss Student respondents were asked how often they make use of the available textbooks of their subjects to learn effectively.Table 4.4.2 above indicates the responses from the respondents concerning how frequently they use textbooks to accomplish their learning tasks. 31.1% of them responded that they utiliz the accessed textbooks every day or almost every day for many subjects (68.9%) of student respondents responded that they use textbooks once or twice a week when the need arises' respectively. It is obvious that students learn primarily through the senses, by listening, observing, feeling, doing and communicating ideas. Put concisely, learners learn best by doing. But this will become 39 a reality only when students make proper use of textbooks. The disappointing fact in this regard is that the findings of table 11 stand in contrast to the idea that practical teaching should be based on the proper use of textbooks (IMS) so as to heighten the quality of learning, because the largest proportion of the students admitted that they use textbooks once or twice a week during teaching learning process Table 4.4.3 : Teachers usage of the available IMS to help students Item Responses Frequency Percentage teachers usage of the available IMS Yes 61 17.4 No 235 67.1 don‟t know 54 15.4 Total 350 100 Source: Primary data, 2023 The above table 4.4.3 shows that teachers usage of the available IMS to help students . The responses obtained from students( 67.1%)of them responded their teachers don‟t use available IMS while 17.4% of student respondenets responded that their teachers use available IMS and 15.4% respondents responded that they don‟t know whether their teachers utilize the available IMS.From the results we understand the majority of teachers not use the available IMS to help students. 40 Table 4.4.4 : Teachers usage of the available IMS in teaching learning process Item Responses Frequency Percentage Domost of your teachers use in- structional materials in the teaching- learning process? Yes 93 26.6 No 257 73.4 Total 350 100.0 Source: Primary data, 2023 The responses obtained from students show that 26.6% are in agreement with that their teachers use the available IMS while 73.4% of them responded on this fact that their teachers did not use the available IMS in teaching learning process. An item with a fixed response (yes/no) in an interview was presented to the interview- ee to be checked. The principal interviewee responded ” witnessing the fact that teachers do not make use always IMS to supplement teaching learning process”. This finding was in support of Protocol (2011) who revealed the poor utilization of in- structional materials in secondary schools. 41 Table 4.4.5: Major problems confronting teachers to make the best use of IMS for teaching learning process Item Respondents Teachers (N=13) Response in terms of frequency Frequency Percentage Lack of training 5 38.5 Lack of time 2 15.4 Lack of interest 2 15.4 Lack of IMS 4 30 Lack of financial and material support - - Total 13 100 Source Field Data, 2023 Table 4.4.5 shows the tw